| Description |
Positive Behavior Interventions and Supports is a Framework consisting of Evidence-Based Practices [EBP], strategies, and tools within educational settings used to refocus and redirect maladaptive behavior while simultaneously promoting positive behavior for students. This qualitative study explored the educational experience of Utah's At-Risk youth population [students with learning disabilities, students of color, and students from low socio-economic backgrounds] within a PBIS classroom. This study also sought to understand how a parent could advocate for their child within the PBIS Framework of their educational setting. The meta-narrative created from the research findings represented the lived experiences of two At-Risk, a mother, and three Restorative Faculty within the Pemberley School District. Through the lens of Radical Constructivist lens and Student-Centric Positive Regard Theory, three main themes emerged throughout the data analysis phase. The educational experience of At-Risk students was impacted by systemic inconsistency of PBIS Framework, Relationships, and the contextual fit of PBIS at the classroom level, otherwise known as, Theoretical synthesis dysfunction. This concept exists when the positive behavior theory behind the PBIS Framework cannot successfully synthesize with a school whose culture is steeped in inequitable punitive punishment policies. Therefore, a Restorative Restructure within the education system is essential if the end goal is positive growth and success for every student. Positive change for students was not found within the monolithic structure of their school's Multi-tiered System of Supports (MTSS) pyramid but rather found in trustworthy relationships with a Safe Base Educator, an emotionally responsive adult who is reliable, safe, and kind. |
